Topic 6-Six Features

About the author:
Dr. ELISEO ORELLANA AMANINCHE, JR. obtained his PhD in

Educational Leadership and Management from La Consolacion
University Philippines (LCUP). Dr. Amaninche is presently a College
Professor in Foreign Language (Nihongo), Director of Extension Service,
Dean of Bachelor of Technical-Vocational Teacher Education and NSTP
Coordinator.
He also finished a special course in Japanese Language Proficiency in
Saitama International School. Kumagaya-shi, Saitama-ken, Japan. He
was also assigned as general manager of YUMEX International
Corporation a Japanese firm in FCIE, Mangahan, Cavite.
He also presented his Dissertation in LCUP-(Globus Education &
Research Association) GE&RA International Research Conference 2021 with the theme:
Transformation in Higher Education with Hybrid Perspective: A Futuristic Approach.
DR. ELISEO O. AMANINCHE, JR. has successfully submitted action research at the Office of
Planning, Research, Extension and Quality Assurance (PREQA) with the following titles:
1. Volume I Issue no. 7. Author
Title: Attitude of BTVTED student towards the study of English Language
2. Volume I Issue no. 6.
Approved date: January 2020 Author
Dissertation Title: Administrative Factors and Organizational Climate as
Determination of School Performance. Approved by LCUP, Graduate School Dean
and Members of the panelist. This was also presented by the author to Region III,
Gordon College, Angeles City.
3. Volume I Issue no. 5. September 2019 Author
Title: Bulacan Polytechnic College and Tanglaw Pagasa Partnership Towards
Youth Upliftment
4. Volume I Issue no. 4. August 2018 Co-Author
Title: BPC: Guidelines for Return Service Program of the Scholars: Underpinning
for Implementation.
5. Volume II Issue no. 3. September 2017 Author
Title: Students Instructional Aid for Foreign Language Course
6. Volume I Issue no. 1. January 2016 Co-Author
Title: Evaluation of the level of competency of BPC Faculty: Input a Professional
Development Training Program.
Attested by:
MR. AMADO CALUSCUSIN, MAEd

VP for Planning, Research, Extension and Quality Assurance
BACHELOR OF TECHNICAL-
VOCATIONAL TEACHERS
EDUCATION (BTVTED)
Field Study 2:
Exploring the Curriculum, Learning
Assessment Strategies and On
Becoming a Teacher
Field Study 2:
Exploring the Curriculum, Learning Assessment Strategies and On
Becoming a Teacher
Introduction
The term curriculum refers to the lessons and academic content taught in a school or in a specific
course or program. In dictionaries, curriculum is often defined as the courses offered by a school,
but it is rarely used in such a general sense in schools. Depending on how broadly educators define
or employ the term, curriculum typically refers to the knowledge and skills students are expected
to learn, which includes the learning standards or learning objectives they are expected to meet;
the units and lessons that teachers teach; the assignments and projects given to students; the books,
materials, videos, presentations, and readings used in a course; and the tests, assessments, and
other methods used to evaluate student learning. An individual teacher’s curriculum, for example,
would be the specific learning standards, lessons, assignments, and materials used to organize and
teach a particular course.
Objectives
At the end of the lesson the students are expected to:
1. Stabilize critical and creative thinking amongst BTVTED students

2. Integrate good working habits and attitude to the school
3. Orient the fast- changing demand of global competitiveness for professional technical
educators
4. Be highly competent, productive, and responsive member of the society
5. Be morally and socially responsive educator.
Learning Management System

The instructor/facilitator assigned to this course shall provide the link for the class as used in BPC
Portal, share links of other learning materials stored using the Google Drive and the links shall be
refreshed/updated as needed.
Duration:
Orientation
Topic 1: Curriculum = 3 Hours
Topic 2: What the Curriculum is made of? = 4 Hours
Topic 3: What’s New in Teaching and Learning = 4 Hours
Topic 4: Crafting the Curriculum = 4 Hours
Topic 5: The BASIC of Curriculum = 3 Hours
Topic 6: Six Features = 4 Hours
Topic 7: Enhancing and Assessing the Curriculum = 3 Hours
Topic 8: Assessment Tools in the Learning = 4 Hours
Topic 9: Planning, Assessing and Reporting = 5 Hours
Topic 10: Authentic Assessment = 3 Hours
Topic 11: Process-Oriented Assessment = 3 Hours
Topic 12: The Teacher as a Person = 3 Hours
Topic 13: The Teacher in the Classroom = 3 Hours
Topic 14: The Teacher in the School Setting = 3 Hours
Topic 15: The Teacher in the Community = 5 Hours
Topic 16: The Global Teacher = 4 Hours
Delivery Mode
The delivery mode for this is synchronous or asynchronous/blended learning (via zoom app or
google meet).
Assessment with Rubrics

A 10-item multiple choice assessments will be given to you to access your initial knowledge on
the topic and the knowledge gained after the lesson. Discussion forums via the stream page of
google classroom, recorded video and assignment will also be given to you as follow-up learning.
Requirement with Rubrics

• Submission of Field Study Book, Portfolio 1 and Certificate of Completion
Topic 6
Six Features
The six (6) features of a curriculum
1. Who Teaches? The teacher
• Quality Education requires quality teachers.
• Good teachers bring a shining light into the learning environment.
• They are ideal companions of the learners
• These teachers should be given support with their continuing development in order to
keep abreast with the changing demands of a learning society.
2. Who do teachers teach? The Learners
• The learners are at the center stage in the educative process.
• They are the most important factors in the learning environment. There is no teaching
without them
• Teachers should understand and accept the learner’s diverse background.
• Considering the domain of diversity of learners will allow the individual learner to
develop his multiple intelligences at his own pace.
• Their needs should be addressed and be met that’s why teachers are to provide learning
opportunities and varied experiences.
3. What do teachers teach? Knowledge, Skills, Values
• It should be remembered that what students learn will be obsolete in ten years, and half
of what they need to know to succeed in work and in life has not yet been fully
developed and will have to be learned as they go along in the future.
• Calculators and typewriters are made obsolete by computers and the next generation
will see these being replaced. And so, the value of the educational process lies not just
in what they learn, but how they learn, and how good they will be in continuing to learn
after they leave school.
4. How do teachers teach? Strategies and Methods
• There is no best strategy that could work in a million of different student background
and characteristics.
• However, for teachers to teach effectively, they must use appropriate methodologies,
approaches and strategies.
• Teachers should select teaching methods, learning activities and instructional materials
or resources appropriate to learners and aligned to objectives of the lesson.
• Good teachers utilize information derived from assessment to improve teaching and
learning and adopt a culture of excellence.
5. How much of the teaching was learned? Performance
• At the end of the teaching act, it is necessary to find out if they objectives set were
accomplished.
• In curriculum we call this the learning outcomes.
• These learning outcomes indicate the performance of both the teachers and the learners.
• Learning outcomes are the product performance of the learners as a result of teaching.
• Performance is a feature of a curriculum that should be given emphasis.
• The curriculum is deemed to be successful if the performance of the learners is higher
than the target set.
6. With whom do we teach? Community Partners
• Teaching is a collaborative undertaking. While teachers are the focal point in the
learning process, they must draw upon the resources of their environment and of their
partners to be effective.
• Partnership is a means and not an end to be pursued in itself.
• An absence of partnership often means a poor definition of education ends.

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About the author:

Dr. ELISEO ORELLANA AMANINCHE, JR. obtained his PhD in

MR. AMADO CALUSCUSIN, MAEd

1. Stabilize critical and creative thinking amongst BTVTED students

Learning Management System

Assessment with Rubrics

Requirement with Rubrics

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